-Steps To Saving a File-eChalk
-Steps To Bookmark-eChalk
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
Give participants an introduction and purpose/reason why you are teaching this session: "How many times have you wanted to access a file but realized you left your thumb drive at home or don’t have access to the computer where it is saved? How inconvenient is it when want to access a website but you bookmarked it on your laptop and not your computer at school? This happens to the best of us. Fortunately eChalk offers a tool that allows you to save your files and bookmark favorite sites so they can be accessed by simply visiting your schools eChalk website."
Teaching
Demonstrate for participants how to: “Watch me as I show you how to utilize this tool. First I will show you how to save your files then I will illustrate how to bookmark sites of interest. Step 1: Log onto your school eChalk homepage (http://24q093.nycdoe.org/home.aspx). You must have an eChalk account in order to do this. If you don’t have a user name and password, please check with your eChalk school facilitator. Step 2: For easy access to the eChalk homepage you may add it to your personal toolbar by following these steps:
· Open the eChalk homepage
· Place mouse on the internet explorer icon
· Drag the icon to the toolbar and drop Step 3: Follow the Steps to Saving File-eChalk To access saved files click on the file name and an option box will open. Choose the option in which you want to open the document. “Now I will demonstrate how to save your favorite websites using eChalk rather than the favorites option on your computer. This will allow these sites to “travel” with you as they can be accessed from any computer providing there is a functioning internet connection. Step 1: Log onto your school eChalk homepage Step 2: Follow the Steps to Bookmark eChalk
Guided Practice
Guide participants through the process of:
"Now it is your turn to try it. After I log onto my eChalk account what is the next step I need to do in order to successfully save a file?” What do I do after this?
WORK TIME(Typically lasts about 60–70% of session.)
Getting Started
Tell participants what they will be doing during their work time, and how much time they have:
“Take the next 30 minutes to save files to eChalk. You also want to add your favorite sites to the bookmark section.”
Participant Activity
Participants will...
Step 1 Log onto your schools eChalk homepage
Step 2 To save a file follow the Steps to Save a File eChalk
Step 3 Open an additional window in internet explorer. Visit a website you enjoy
Step 4 To save this website follow Steps to Bookmark Websites Using eChalk
Facilitator Conferring
Circulate around the room and confer with participants. SHARE(Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Circulate around the room and confer with participants. Make sure they are following the necessary steps needed to complete the task. Assist those who need help.
Take note of particularly good examples of work that can be presented during the Share. ACKNOWLEDGEMENTS
Author: Gina Ceparano
Email: gceparano@schools.nyc.gov
School/Employer: IS 93
Title: Teacher
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.
SESSION TITLE
SETTING THE STAGE (To be reviewed before the session begins.)
Session Overview
In this session, participants will be able to utilize the file and bookmark tools on eChalk in order to back-up their work.
Focusing Questions
How do I save my files on eChalk?
How can I bookmark websites using eChalk?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Steps To Saving a File-eChalk
-Steps To Bookmark-eChalk
Resources
-Steps To Saving a File-eChalk
-Steps To Bookmark-eChalk
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
Give participants an introduction and purpose/reason why you are teaching this session:
"How many times have you wanted to access a file but realized you left your thumb drive at home or don’t have access to the computer where it is saved? How inconvenient is it when want to access a website but you bookmarked it on your laptop and not your computer at school? This happens to the best of us. Fortunately eChalk offers a tool that allows you to save your files and bookmark favorite sites so they can be accessed by simply visiting your schools eChalk website."
Teaching
Demonstrate for participants how to:
“Watch me as I show you how to utilize this tool. First I will show you how to save your files then I will illustrate how to bookmark sites of interest.
Step 1: Log onto your school eChalk homepage (http://24q093.nycdoe.org/home.aspx). You must have an eChalk account in order to do this. If you don’t have a user name and password, please check with your eChalk school facilitator.
Step 2: For easy access to the eChalk homepage you may add it to your personal toolbar by following these steps:
· Open the eChalk homepage
· Place mouse on the internet explorer icon
· Drag the icon to the toolbar and drop
Step 3: Follow the Steps to Saving File-eChalk
To access saved files click on the file name and an option box will open. Choose the option in which you want to open the document.
“Now I will demonstrate how to save your favorite websites using eChalk rather than the favorites option on your computer. This will allow these sites to “travel” with you as they can be accessed from any computer providing there is a functioning internet connection.
Step 1: Log onto your school eChalk homepage
Step 2: Follow the Steps to Bookmark eChalk
Guided Practice
Guide participants through the process of:
"Now it is your turn to try it. After I log onto my eChalk account what is the next step I need to do in order to successfully save a file?” What do I do after this?
WORK TIME (Typically lasts about 60–70% of session.)
Getting Started
Tell participants what they will be doing during their work time, and how much time they have:
“Take the next 30 minutes to save files to eChalk. You also want to add your favorite sites to the bookmark section.”
Participant Activity
Participants will...
Step 1 Log onto your schools eChalk homepage
Step 2 To save a file follow the Steps to Save a File eChalk
Step 3 Open an additional window in internet explorer. Visit a website you enjoy
Step 4 To save this website follow Steps to Bookmark Websites Using eChalk
Facilitator Conferring
Circulate around the room and confer with participants.
SHARE (Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Circulate around the room and confer with participants. Make sure they are following the necessary steps needed to complete the task. Assist those who need help.
Take note of particularly good examples of work that can be presented during the Share.
ACKNOWLEDGEMENTS
Author: Gina Ceparano
Email: gceparano@schools.nyc.gov
School/Employer: IS 93
Title: Teacher
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.